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QUALITY MANAGEMENT, ACCREDITATION & SHRM: TOWARDS EDUCATIONAL EXCELLENCE Presented by: Prof. Romulita C. Alto, EdD 16 October 2012.

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Presentation on theme: "QUALITY MANAGEMENT, ACCREDITATION & SHRM: TOWARDS EDUCATIONAL EXCELLENCE Presented by: Prof. Romulita C. Alto, EdD 16 October 2012."— Presentation transcript:

1 QUALITY MANAGEMENT, ACCREDITATION & SHRM: TOWARDS EDUCATIONAL EXCELLENCE Presented by: Prof. Romulita C. Alto, EdD 16 October 2012

2 Scope of Presentation  Concept of Quality  TQM  Strategic Human Resource Management  Change Leaders  Accreditation

3 Introduction The Journey Towards Educational Excellence Educational Excellence Where does one begin?

4 Reality? Rapid environmental shifts are causing fundamental transformations causing a dramatic impact on management of TVET systems. The most striking change affecting TVET and its management is technology There is global technology explosion

5 Reality Organizations are learning to value CHANGE and SPEED The new paradigm recognizes change and chaos as the natural order of things Events in today’s world are turbulent and unpredictable Change is inevitable. Change is the way for organizations to stay competitive and grow.

6 Reality Change is a potential opportunity, that serves as a stimulus to invite new thinking, innovative and creative ideas and continuous improvement. Change as the key to survival of TVET institutions Therefore we should not only manage change, but also create change.

7 Quality Development of standards as well as benchmarking seem to be the “IN” thing today for effective operation and delivery of services. TVET sector programs and products are being subjected to public scrutiny for quality and excellence.

8 Quality Weaknesses undermining efficiency and effectiveness of TVET:  Inadequate training standards  Physical facilities  Instructional resources  Funding support  Proliferation of programs

9 Definitions of Quality Totality of features and characteristics of a product or service that bear on its ability to satisfy stated or implied needs Degree of excellence a product or service provides Quality of a product or service is its ability to satisfy needs and expectations of the customers

10 Quality Conformance to requirements, not as goodness or elegance Getting everyone to do what they have agreed to do and do it the first time is the skeletal structure + finance is the nourishment + relationships are the soul of an organization = quality Quality is fitness for use (meaning, how well a product or service does what it is supposed to do).

11 Indicators of Quality Time and timeliness Completeness Courtesy Accessibility and convenience Accuracy Responsiveness

12 Revisiting TQM Organization’s culture is defined by and supports the constant attainment of customer satisfaction through an integrated system of tools, techniques and training TQM involves continuous improvement of processes

13 TQM Total -made up of whole Quality-degree of excellence a product or service provides Management-act, or art or manner of planning, organizing, controlling, leading

14 TQM Thus, TQM is the art of managing the whole to achieve excellence (distinction, superiority) TQM is a management process of continuous improvements to all functions and represents an ongoing, continuous commitment to improvement.

15 TQM System Objective: Continuous improvement Principles: – Customer focus – Process improvement – Total involvement Elements: – Leadership – Education and training – Communication – Supportive structure – Rewards and Recognition

16 Strategic Human Resource Management What is SHRM? The heart of SHRM is human capital. Concerned with how organizational aims are acquired through people by means of strategies, and practices and policies.

17 SHRM calls for Talent Management But what is talent Management? Talent Management looks into:  Structural Capital: intellectual properties such as database, processes, methodology, discoveries, etc.  Relational Capital: value of an organization’s relationships with the people and businesses with whom it trades.  Human Capital: are minds and hearts of people where sum total of knowledge, skills, competitors, ideas, energies, motivation, innovation and passion resides.

18 Definitions of SHRM SHRM is a collection of tasks and processes shared jointly by line managers and human resources to solve business issues based on people SHRM focuses on actions that differentiates an organization like TVET from its competitors.

19 Definitions of SHRM SHRM is the interface between strategic management and human resources management It takes HRM as a coherent, combined and strategic approach and enhances in the line with the strategic management concept Strategic Management SHRM Human Resource Management

20 Definitions of SHRM Strategic HRM is the collection of actions and decisions resulting in the implementation and formulation of strategies configured to gain organizational objectives. Strategic HRM need is to elicit the current actions for the future and become an action machine institutionalizing and combining mechanisms for change

21 Definitions of SHRM SHRM means making and implementing practices and policies of human resource that generates the behaviors and competencies of employees that the organization require to gain strategic goals. SHRM

22 SHRM Towards Educational Excellence There is broad agreement that a strategic approach to human resource management involves designing and implementing a set of internally consistent policies and practices that ensure a TVET institution’s human capital contributes to the achievement of institutional objectives.

23 SHRM Activities Team-based job designs Flexible workforce Quality improvement practices Employee empowerment Planned development of talent

24 Technical HRM vs SHRM Technical HRM To select high ability employees whose talent is rare To train employees so they have the unique skills needed Strategic HRM To ensure that its human resources are not easily imitated HRM practices such as team – based designs, empowerment and the development of talent for the long term, competitors san neither copy such practices nor readily replicate the unique pool of human capital

25 Professional HRM Capabilities Anticipates effect of internal and external changes Exhibits leadership Demonstrates the financial impact of all HR activities Defines and communicates HR vision for the future Educates and influences line managers on HR issues Takes appropriate risks to accomplish objectives B road knowledge of many HR functions Knowledgeable about competitors’ HR practices Focuses on quality of HR services International experience Influences peers in other institutions

26 Effective Strategic HRM practices Teamwork Employee participation and empowerment Workforce planning – flexibility and development Workforce productivity and quality of output Management and executive development Succession and development planning for managers Employee and manager communications

27 Change Leaders in the New Workplace TVET managers are constantly dealing with uncertainty and unexpected events. Today’s organizations are coping with diverse and far- reaching challenges. They must keep pace with ever-advancing technology, find ways to incorporate such technology into their strategies and business models and strive to remain competitive in the face of increasingly tough global competition, uncertain environments, cutbacks in personnel and resources, and massive worldwide economic, political, and social shifts.

28 Because of these changes, a revolution is taking place in the field of management. A new kind of leader is needed who can guide through this turbulence – a strong leader who recognizes the complexity of today’s world and realizes there are no perfect answers. The revolution asks TVET managers to do more with less, to see change rather than stability as the nature of things, and to create vision. This new management approach is very different from a traditional mindset.

29 Change Leaders Today, organizations call for change leaders distinguished by their special ability to bring about innovation and change by recognizing followers’ needs and concerns, helping them look at old problems in new ways, and encouraging them to question the status quo. Change leaders create significant change in both followers and the organization. They have the ability to lead changes in the organization’s mission, strategy, structure, and culture as well as promote innovation in products and technologies. This kind of leaders do not rely solely on tangible rules and incentives to control specific transactions. They focus on intangible qualities such as vision, values, and ideas to build relationships, give larger meaning to diverse activities, and find common

30 Traditional Good Managers and Change Leaders Key IssuesTraditional GM viewChange Leader Basic Mind-setAnalyze, leverage, optimize, delegate, organize, and control it – I know best Do it, fix it, change it – and do it all over again, No one person knows best Leadership hilosophy  Strategy driven  Decide, delegate, monitor and review  Spend time only on important matters  Leverages his/her time  A few good men will get it done for me Aspiration driven Do real work Spend time on what matters to people Expand leadership capacity I must get the best out of all my people

31 Traditional Good Managers and Change Leaders Key IssuesTraditional GM viewChange Leader Sources of productivity and Innovation Investment turnover Superior technology Process control Leverage the people People=exploitable resource People superiority Process innovation Develop the people People= critical people AccountabilityI hold you accountable We hold ourselves accountable Risk/reward trade-offs Avoid failures and mistakes at all cost Rely on proven approaches Analyze until sure I cannot afford to fail Expect, learn from and build on “failures” Try what is promising Take risks If in doubt, try and see I can work here/elsewhere

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33 Accreditation & Quality Assurance In order for the TVET institutions to stay on track with existing standards, external assessment of their compliance is a necessary policy. InputsProcessOutput Accredited TVET Unskilled, poor attitudes, inadequate knowledge Finisher of a program, employable, with desirable attitudes and values, competent, with adequate knowledge

34 Expectation of TVET Institutions To produce multi talented graduates To generate graduates that are not only finishers of their programs but skilled in many aspects Produce graduates possessing several abilities to be considered employable For TVET institutions to strive to achieve “quality” as validated by external sector

35 So, what is accreditation? It is a process of external quality review. Accrediting agencies develop standards of excellence in various areas. When an institution is granted accreditation, it does not end there. The institution has to continuously build mechanism for quality improvement.

36 Accreditation The accreditation process stresses the involvement of an external agency in assessing and evaluating the institution or program based on acceptable standards. The process stresses on “quality assurance” and giving credit to where it is due for some clearly visible and demonstrable strategies. Therefore it adheres to procurement of “evidences”.

37 Accreditation The most important thing is that it establishes confidence that the quality function is adequately being performed. Accreditation is basically self-imposed discipline to provide structure on school evaluation and improvement. It is a constructive process accreditation benefits the public by providing it with a basis by which it can measure and judge the integrity and competence of the institution to provide a given service.

38 Guiding Principles of Accreditation Accreditation is based on accepted standards An accredited institution has effectively organized its resources to accomplish objectives Accreditation provides opportunities for an educational institution to attain standards above those prescribed as minimum Accreditation provides institutional growth through continuing self-evaluation and peer visitation

39 Purpose of Accreditation Certifies that an institution/program meets standards Assists prospective students in identifying acceptable institutions Assist educational institutions in determining acceptability of transfer credits Create goals for improvement of weaker programs

40 Purpose of Accreditation Protect institutions against internal and external pressures Establishes criteria for professional certification, licensure and for upgrading courses Help identify institutions and programs for the investments of public funds Provide basis for determining eligibility for government assistance

41 Asia Pacific Accreditation and Certification Commission APACC conducts institutional accreditation of TVET Institutions Characteristics of APACC  It is voluntary  It is a partnership endeavor  Governed by openness and transparency  Form of regional regulation as a value-added dimension to augment self-regulation and/or national government regulations

42 APACC It is aimed at continual improvement leading to excellence It conducts external evaluations through accreditors APACC?

43 APACC Criteria Governance and Management Teaching and Learning Faculty and Staff Research and Development Extension and Consultancy Resources Support to students

44 ISO as a Quality System Structure ISO employs a system technical committees, sub-committees and working groups to develop international standards. ISO is short for isos, Greek term for equal or uniform What is ISO?

45 ISO ISO 9000 is a structure for organizing a quality system. It is a structure developed globally from the broadest possible inputs and ratified by over ¾ of the countries belonging to the International Organization for Standardization. The ISO 9000 standards are a collection of formal International Standards, Technical Specifications, Technical Reports, Handbooks and web based documents on Quality Management. There are approximately 25 documents in the collection altogether, with new or revised documents being developed on an ongoing basis. As such, ISO 9000 is a family of standards for quality management systems.

46 This quality standard was first introduced in 1987 by the International Organization for Standards (ISO) in hopes of establishing an international definition of the essential characteristics and language of a quality system for all businesses, irrespective of industry or geographic location. The ISO 9000 is a series of quality system standards developed and maintained by ISO, and is administered by accreditation and certification bodies. The standards give consumers a common base of comparison, Many customers from Europe, Canada, and the United States require ISO 9000 registration from the manufacturers of products they purchase.

47 ISO ISO 9000 standards are a collection of formal international standards, technical reports, handbooks and web-based documents on Quality management

48 The strength of ISO 9000 Quality Management System (QMS) is its universality. ISO 9000's purpose is to ensure that suppliers design, create, and deliver products and services which meet predetermined standards; in other words, its goal is to prevent non-conformity."

49 ISO Quality Management Principles Customer focus Leadership Involvement of people Process approach System approach to management Continual improvement Factual approach to decision making Mutual beneficial supplier relationships

50 Malcolm Baldrige The Baldrige criteria for performance excellence have been a significant tool to assess and then improve performance on the critical factors that drive overall success. Key Institutional Performance Indicators:  student/stakeholder,  educational service and outcomes  Operational  financial

51 Malcolm Baldrige Self-assessment allows to identify strengths and to target opportunities for improvement on processes and resukts affecting all key stakeholders The criteria can help align resources, improve communication, productivity and effectiveness, and achieve goals

52 Malcolm Baldrige If a institution is ready to take the Baldrige challenge, it must first decide whether to perform a self-assessment only or also submit an award application. Even if it does not expect to win the Malcolm Baldrige National Quality Award, submitting an application has valuable benefits. Every applicant receives a detailed feedback report based on an independent external assessment conducted by specially trained and recognized experts.

53 Compelling Reasons for Accreditation Maintaining the sustainability of TVET institution Assisting prospective students in identifying acceptable institutions Promoting workforce mobility and economic development through a regional qualifications network To protect institutions against harmful internal and external pressure

54 Compelling Reasons for Accreditation To establish criteria for professional certification and licenser To involve faculty and staff in institutional evaluation and planning To create goals for improvement of weaker programs and stimulate institutional growth and development through continuous self-evaluation.

55 Concluding Statement The ultimate goal of accreditation is totally improve the operations of an organization. It includes scrutiny of its mandate, functions, programs, facilities and support mechanisms. It recognizes the areas where the institution is strong and the factors that hinder its success.

56 Accreditation can be likened to “pruning”, which trims a mother plant with excessive branches that hinder growth and promoting the little branches that may soon have the potential. Ride on the wings of change. If you can keep your head when all others about you are losing theirs, then you obviously do not know the gravity of the situation

57 Or to put it in another way, if you see light at the end of the tunnel, it is probably the train coming towards you. The light at the end of the tunnel is not the train coming, it is the daylight of preparation for change. You create daylight at the end of the change tunnel by focusing on the opportunities that change can bring you and by preparing TVET for the change.


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